Intermediate Initiatives

1. Lesson Plan Information Subject/Course: Physical Education Grade Level: Grade 7, 8, 9 Topic: Problem Solving 2. Expectation(s) Expectation(s) (Directly from The Ontario Curriculum): Name: Shannon McColl Date: Time: Length of Period: 70-75 minutes

Grade 7, 8
Health & Physical Education 1. Living Skills: Personal Skills use self-awareness and self-monitoring skills to help them understand their strengths and needs, take responsibility for their actions, recognize sources of stress, and monitor their own progress, as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living 1.2 use adaptive, management, and coping skills to help them respond to the various challenges they encounter as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living Interpersonal Skills (IS)* 1.3 communicate effectively, using verbal or non-verbal means, as appropriate, and interpret information accurately as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living 1.4 apply relationship and social skills as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living to help them interact positively with others, build healthy relationships, and become effective group or team members Critical and Creative Thinking (CT)* 1.5 use a range of critical and creative thinking skills and processes to assist them in making connections, planning and setting goals, analysing and solving problems, making decisions, and evaluating their choices in connection with learning in health and physical education A.3 Safety A3.1 demonstrate behaviours and apply procedures that maximize their safety and that of others during physical activity A3.2 identify environmental factors that pose safety risks during their participation in physical activity

Learning Skills (Where applicable): Collaboration: I will be looking for their ability to cooperate with others and help each other. Organization: devises and follows a plan and process for completing work and tasks; 3. Content What do I want the learners to know and/or be able to do? Problem Solving Cooperation and trust are the group formation parts of the process. They provide the foundations for the next step, Problem Solving. This is a time for group members to take on challenges together. They wrestle with how to make decisions, take leadership, and resolve conflicts. (L. Frank. Journey Toward the Caring Classroom p. 26) Today learners will: Complete team building activities that focus on problem solving. 4. Assessment (collect data) / Evaluation (interpret data) (Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric) Based on the application, how will I know students have learned what I intended? Anecdotal notes. 5. Learning Context A. The Learners (i) What prior experiences, knowledge and skills do the learners bring with them to this learning experience? Initiative Activities Require Few Specific Skills. Many of the skills will be developed through the activity as group formation is achieved.

Initiatives are more than simply activities or games. A properly structured build of initiatives concentrating on cooperation, then trust, then problem solving, and finally challenge allows for groups to truly function cohesively. The activities in this brochure are suitable for kindergarten to grade 3 students. Many of the activities will work with older grade levels and ages.

The text: Journey Toward the Caring Classroom by Laurie S. Frank, was the primary resource for this document.
(ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all learners? (Must include where applicable accommodations and/or modifications for learners identified as exceptional.) B. Learning Environment Outside field C. Resources/Materials Grid Whistle Marble Marble Tubes Mini hula hoops 6. Teaching/Learning Strategies INTRODUCTION (5-10 Minutes) How will I engage the learners? (e.g., motivational strategy, hook, activation of learners prior knowledge, activities, procedures, compelling problem) I will ask the students how they solve problem in their lives? What steps do they take to solve a problem? Teaching: How does the lesson develop? (5 min) How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and guided instruction). I will then tell the students that Before each activity I will be explaining and demonstrating the tasks before the students are expected to perform the requirements of each activity. Recapitulation Process: How will I check for understanding? During the initiative activities I will be looking for students cooperative skills and their ability to focus collaboratively solving a problem. Consolidation: How will I bring all the important ideas from the learning experiences together for/with the students? During the activity I will be reminding the students that the focus of these activities is on building trust within a group. Application: (45 minutes) What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice, and gradual release of responsibility.)

Numbers Island (15 min)

Make a rectangle that is at least 4 meters long. Place the numbers going from 1 to 30 in the middle. Make sure that the numbers are not in any special order. The object of the game is to get the group to touch every number as fast as they can. Only one person at a time is allowed in the boundaries of number island (the rope border with all of the numbers inside). They must go in order from 1 to 30. Not every person has to touch every number; the group as a whole just has to make sure that every number is touched at least once in order. Make sure each person says the number out loud when they touch it, so that you know they are not cheating. Moon Ball (15 min) Everyone starts in a circle. You give one person the moonball to start. The object of the game is for the students to throw the moonball into the air and see how long they can keep it in the air. Students must first set a goal so that they have something to work towards. If they reach their goal then make it a little harder by only allowing each person to hit the ball one in a row. As well make them break their circle and get them to stand in a cluster formation.

Tarp Flip (15 Min) Objective To flip a tarp over while the whole group is standing on it Rules The tarp is spread out flat on the ground with the group standing on it

Nobody can touch the ground with any part of the body (incidental contact when picking up the edge of the tarp is permissible, participants cannot support any weight off the tarp). All actions must be deemed safe by the facilitator Beware of attempts that involve carrying, piggy-backing, sitting on shoulders, dog-pile. Use your judgment.

Safety

CONCLUSION: How will I conclude the lesson? (15 minute) Nature Debrief (15 min) At the conclusion of an activity, send participants off into the surrounding bush or parkland and ask them to search for an object that mirrors the most important thing they learnt during the day. At the conclusion of a set time, have group members pair up to share stories. After time has been given for partner sharing, bring the group back together. Each person in the group now gets an opportunity to share with the whole group their partners story. The idea of speaking through an object and a partner is designed to take the focus off the spoken word and direct it to the object the person found, making it easier for those introverted individuals within the group to communicate. An example might have a student share a closed dandelion bud with their partner, describing how prior to the trip they felt like the bud. Closed up, wrapped in protection, never really opening up to what life had to offer. In the other hand they had a bud that had opened and flowered, and they tell of how they were going to become more like the flowering bud by, opening up and feeling bright and happy everyday. 7. My Reflections on the Lesson What do I need to do to become more effective as a teacher in supporting student learning?